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Conclusion and Evaluation

Conclusion of the Course

Depending on the format of the course, the concluding session may consist of the participants presenting their completed case study projects to an expert jury and their peers. This session can be used as a tool to evaluate the progress of the participants and also enable the course coordinators and resource people to receive feedback from the participants. A formal grading system can be implemented, especially for the longer courses that may extend beyond two weeks. The objectives of the course, outlined in Section 1 of this Guide, could potentially serve as benchmarks.

Conclusion of the Course

The progress of participants can be evaluated during the course through their participation in workshops, practical exercises and the discussion sessions where each module would be discussed before proceeding to the next stage of the course. Depending on the length of the course and the specific objectives, a more exhaustive evaluation process could be initiated. This would be possible in the training courses extending over a week.

A presentation of a disaster risk management plan prepared by the participants, individually or in groups, encompassing all the modules of the training course could also serve as a tool for evaluation. The preparation of the disaster risk management plan as a primary case study project is not only a useful pedagogical tool, but also a useful tool for evaluating the participants’ progress.

In the International Training Course series organised by R-DMUCH, the participants are also asked to prepare posters highlighting key aspects of their disaster risk management plan. These posters are an important source for raising awareness among the larger audience who are invited to attend the presentation. A public forum may also be organised along with the training course to exhibit these posters and inviting some participants to present their Disaster Risk Management plans.

Parameters for assessment of participants based on the disaster risk management plan:

  • Clear statement of the main objectives of formulating the plan, the scope, target audience and the agencies responsible for its implementation.
  • Description of processes, dependent on different values and risks identified for a specific heritage site or property.
  • Identification of each stage in the disaster risk management planning process. A clear idea of time periods, resources and policy frameworks required for implementation.
  • Links with the overall planning framework for the heritage site along with regional and national planning frameworks.
  • Providing clear, flexible and practical guidance for the site managers, experts and their teams.
  • Development of viable pilot projects/activities to be undertaken by the participants.

Assessing the Course

At the conclusion of the training course, the organisers should assess its progress; quantitatively, in terms of resource utilisation as well as qualitatively, in terms of how successful the various modules were in achieving the objectives of the organisers and the expectations of the participants. This is an opportunity to ensure that a prolonged exchange of knowledge and skills in this area is initiated and a network of experts and professionals are established at the local, regional and national levels. This exercise also ensures that a database is created for the organisers, which enables them to better design future courses. Such evaluation can be conducted either through detailed discussions at the end of the course or through questionnaires filled out by the participants. The latter approach is sometimes more effective as it allows the participants to articulate their views anonymously.

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Conclusion of the Course
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Follow up of the Training Course to Build Long Term Capacity Building Initiatives
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Additional Resources
Disaster Risk Management Plan for Historic Mosque City of Begarhat, prepared by Md. Aamir H. Shikder, Bangladesh, Participant, International Training Course, 2011
Orientation of the Course

Before introducing the subject matter to participants it is important to orient them to the objectives and methodology of the course and also enable interaction between participants and resource persons. This may be done through an orientation session facilitated by the course coordinators and instructors, briefly introducing the organisers, objectives and structure of the course while also discussing what expectations the participants have about the course.

Ice-breaking exercises may be organised in order to ensure that participants not only are introduced but also feel comfortable in each other’s company. The orientation session can also address logistical concerns that participants may have. This is especially important in the case of courses that cater to an international audience.

Participants who are unfamiliar with the host organisation or host country’s cultural aspects may benefit from this type of session. Informal interaction should be encouraged at this stage so that participants are receptive to team exercises through the length of the course. Finally during this session, an opportunity should be provided to the participants to make brief presentations on the cultural heritage and disaster management context in their home countries and the challenges and initiatives for disaster risk management of cultural heritage.